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This study was set in a chosen district in the Gauteng province because the environment was identified as data rich, which implies that the participants were able to share information based on the large number of Foundation Phase schools that they service.Methods: Qualitative case study methods such as interviews, opinion pieces and field notes from district officials servicing Foundation Phase schools were examined through the theoretical lens of the Technological Pedagogical and Content Knowledge model. Results:The data gathered proved worthwhile in presenting the perspectives of TBTL in the Foundation Phase from one district in South Africa with regard to the benefits, barriers and gaps thereof. Conclusion:Implications for technological infrastructure, a Foundation Phase TBTL policy framework, teacher preparation training and in-service training, and support in finding appropriate content were given.

This paper presents one aspect of a larger scale doctoral study, namely the teachers' experiences of technologybased teaching and learning in the Foundation Phase. Technology is a huge driver of change and South African education has to change regularly to meet the requirements set out by the Department of Education, including the development of learning outcomes for the 21st century. This study therefore explored teachers' experiences of technology-based teaching and learning in the Foundation Phase. Qualitative case study research methods such as photo voice, semi-structured interviews and field notes were conducted within two cases of technologyrich schools and examined through the Technological Pedagogical and Content Knowledge framework. Data yielded results that correlated with the theoretical framework namely: technological knowledge; pedagogical knowledge; and content knowledge, as well elements such as technological tools, 21st century skills and technology-based teaching and learning in the Foundation Phase. Finally, the significance of this study was that the data gathered proved worthwhile in producing a framework in order to understand Foundation Phase teachers in context as well as provide a robust contribution to the way in which technology-based teaching and learning occurs.

Background: The digital world and the concomitant changes in early childhood education have created uncertainty for teachers not knowing how to adjust their pedagogical practices of using digital play to enhance language development.Aim: This study aimed to analyse what teachers understand by digital play and how they use it for language teaching in the early grades, with specific reference to the reception year.Setting: The researcher chose a primary school in an urban area that had digital technology available in the classroom involving eight Grade R teachers.Methods: Semi-structured questionnaires and focus group interviews were used to collect data on how teachers interact with learners using digital technology. Non-participatory observations of these interactions were also noted. Data analysis considered teacher views about the role of information communication technology (ICT) in education, digital games, and the extent to which digital pedagogies can enhance language acquisition.Results: The analysis found that the teachers are willing to experiment with digital games. However, there is a need to understand more about digital technology and increase their knowledge on using digital games when teaching language. Teachers shared the view that digital games should, as is the case with traditional play-based pedagogies, be used to enhance language teaching as this generation is growing up in a digital environment.Conclusion: It was clear that the emphasis needs to be on the development of games, which use digital technology relevant to language teaching. Furthermore, the findings suggest that those pedagogies that use digital games relevant to the Digital Era be adopted. There is a need for further enquiry into teachers’ beliefs and digital literacy and practices in more diverse settings to further understand the value of digital play in language teaching.

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